5. CEAMaS meeting, Delft, March 12 2014 5
ONLINE
Education on
your smart
phone
By Victorgrigas (Own work) [CC-BY-SA-3.0 ]
6. CEAMaS meeting, Delft, March 12 2014 6
• Can not be transferred to a DVD
• It is a process
– videos
– book/hand-out
– assignments
– discussion forum
– exam
It is a Course
7. CEAMaS meeting, Delft, March 12 2014 7
How to activate 50.000
students?
MOOC ingredients:
• Video
• Assignments, exams
• Feedback / Interaction
– Discussion Forum
– Feedback movies
– Community TA’s
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Video
• Filmpje Merle
https://www.youtube.com/watch?v=EV1zg3Bhvx8
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Animation
https://www.youtube.com/watch?v=BWPB218va7g
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Assessment
• Massive: no 1-on-1 assessment
• Available:
– Closed questions
– Self, peer & AI assessment
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Assessment in MOOCs
definite answers
• Checkbox, Dropdown, Multiple choice
• Numerical Input, Text input (short text)
• Circuit builder, Drag and drop, Image mapped
input, Math expression input
• VOORBEELDEN!!
12. CEAMaS meeting, Delft, March 12 2014 12
• Numerical
Input:
• (Text input)
Assessment in MOOCs
definite answers
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Circuit
builder
Assessment in MOOCs
definite answers
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Image mapped
input
Assessment in MOOCs
definite answers
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Structural
Chemistry
Assessment in MOOCs
definite answers
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• Self Assessment
– Students assess themselves
• Peer Assessment
– Students assess each other
• AI Assessment:
– Machine grading – check 100 answers to define
the rubric
Assessment in MOOCs
open response
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Interaction and Feedback
• Online Socialization
• Discussion Forum
– 90% activity = reading
• Teaching Assistants and Community TAs
• Feedback movies
• MeetUP http://www.meetup.com/edX-Communities/
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Platform: EdX
• Consortium of top universities
• Focus on improving campus education
• It is not-for-profit
• Focus is on Open
• Research for Innovation in Education
24. CEAMaS meeting, Delft, March 12 2014 24
Henry Ford
(alleged quote)
“If I would have
asked people what
they wanted, they
would have said a
faster horse”
CC BY NC SA http://www.flickr.com/photos/photophilde
25. CEAMaS meeting, Delft, March 12 2014 25
CC-BY TU Delft / Mark van Huystee
If I would have asked people ..
26. CEAMaS meeting, Delft, March 12 2014 26
CC-BY TU Delft / Mark van Huystee
.. what they wanted
27. CEAMaS meeting, Delft, March 12 2014 27
CC-BY TU Delft / Mark van Huystee
They would have said..
28. CEAMaS meeting, Delft, March 12 2014 28
CC-BY TU Delft / Mark van Huystee
A faster horse?
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CC-BY TU Delft / Mark van Huystee
Disruptive Development
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CC-BY TU Delft / Mark van Huystee
Disruptive Development
31. CEAMaS meeting, Delft, March 12 2014 31
CC-BY TU Delft / Mark van Huystee
Disruptive Development..
32. CEAMaS meeting, Delft, March 12 2014 32
Innovation in Education
• “Every click is registered”
• Which study behaviour is effective?
• The student can choose: personalized
Results
33. CEAMaS meeting, Delft, March 12 2014 33
Copyright Jennifer DeBoer, Andrew D. Ho, Glenda S. Stump and Lori Breslow, Changing ''Course'': Reconceptualizing
Educational Variables for Massive Open Online Courses, EDUCATIONAL RESEARCHER published online 7 February 2014
34. CEAMaS meeting, Delft, March 12 2014 34
Innovation in Education
• By developing a MOOC:
– Teachers analyse the course
– Choose consciously
– Use media and interaction
• Use of material in on campus and blended
education
Results
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• Educational Development
• Share knowledge with the world
• Marketing
• First “selection”
Effects of MOOCs
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Certificates
• Honor code
• ID verified
• (Proctored Exams)
• X-series
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DelftX Courses
Water Treatment Solar Energy
Next Generation
Infrastructures
Aeronautical
Engineering
Credit Risk
Management
Sep‘13Mar/Apr‘14
Biobased products
Delft Design Approach
Responsible Innovation
Functional Programming
Problem SolvingSep-Nov‘14
38. CEAMaS meeting, Delft, March 12 2014 38
Background
students
(Top 10)
United
States, 2180
India, 1328
United
Kingdom, 559
Canada, 339
Brazil, 247
Spain, 243
Germany, 22
1
Nigeria, 204
Netherlands,
193
Greece, 183
Credit Risk
Management
United
States, 1550
India, 1117
United
Kingdom, 329
Brazil, 319
Spain, 284
Canada, 264
Netherlands,
232
Germany, 208
Australia, 178 Pakistan, 173
Next Generation
Infrastructures
India, 2479
United
States, 1912
Brazil, 551
United
Kingdom, 444
Spain, 426
Canada, 325
Netherlands,
299
Pakistan, 298
Mexico, 281 Germany, 248 Aeronautical
Engineering
39. CEAMaS meeting, Delft, March 12 2014 39
>HS
4%
ementary
school
0%
None
0%
BSc
34%
HS
35%
MSc
19%
nior
ondary
0%
Other
0%
Other
7%
Aero
>HS
3%
Elementary
school
0%
None
0%
BSc
39%
HS
22%
MSc
30%
No
data
0%
PhD
2%
Junior
secondary
0%
Other
0%
Other
4%
Infra
>HS
3%
Element
ary
school
0%
None
0%
BSc
41%
HS
16%
MSc
35%
No data
0%
PhD
2%
Junior
secondary
0%
Other
0%
Other
3%
Credit
Background
0%
M
85%
Other
0% F
15%
No
Data
0%
M
78%
Other
0%
F
22%
M
74%
Other
0%
F
26%
41. CEAMaS meeting, Delft, March 12 2014 41
• Share knowledge & education
• Innovation in education (e.g. blended courses)
• Marketing
• Attract international talent
• Lifelong learning
Reasons to make MOOCs
Editor's Notes
Filmpjes laten zien kan, internetgebruik aangeven. USB mee!! 20 minuten, onderwijsontwikkeling: ervaring, pedadogisch didactisch, docenten, discussies in platform, analyses, resultaten, certificering, verdienmodellen, creditsDisruptive innovation: auto sheetWat heeft het ons opgeleverd? Internationalisering, promotie van persoon of instituut, waarom doet de TUDelft mee?Effect op docenten, effect op onderwijs: kwaliteitsverhoging. Blended. Eisen aan docenten Darco: driverskwaliteit, kwaliteitslabel en drivers, MOOC2014, Lausanne activiteiten in Africa, worldbank en EC geld beschikbaar, credits – waarde Discussie over waarde van diploma’s – unbundling. Toekomst: meer focus op ontvangers=werkgevers 20 Volgens mij: niet alle skills per online over te brengenUS: laat maar wat je kan, minder op diploma’sDiversificate: makkelijker om via forum te dan in classroom
Uitdaging: interactie en activerendKans: Marketing!
Theorie over hoe mensenleren: een online identiteit en online socialiseren is belangrijk
https://www.youtube.com/watch?v=Y23XG0eaoII
En wie is erbetrokkenbehalve de studenten?Ook researchers
Maar Henri Ford ontwikkelde de auto. Doel: transport blijftgelijk, middelverandert.Analogie met onderwijsontwikkeling
Jennifer DeBoer, Andrew D. Ho, Glenda S. Stumpand Lori BreslowChanging ''Course'': ReconceptualizingEducational Variables for Massive Open Online CoursesEDUCATIONAL RESEARCHER published online 7 February 2014
